Jill

December 2, 2009 Meeting


c. 2009 Linda Valli

---

November 21, 2009

I am working on my exam, and today I would say that it is going pretty well... I may not have said the same last week ;) My paper to AERA was accepted, and when we meet on December 2, I would like to share some data that both is part of a pilot study of sorts and will be in my AERA paper. I will make copies and bring it (I will email it ahead of time, but I do not think that posting it is okay with the IRB etc).

---

November 2, 2009

I am attaching my 3-pg proposal for my exam (please see below, C1 blank, for the details on this) and an outline. My next step is fleshing out the outline (and the proposal) and do a lot of reading. I am interested in any other works that you immediately feel that could support this and any feedback on the outline (are there parts missing, information that you'd like to know/what you would be hoping to see, etc).

---

October 19, 2009

I am posting a short description of one of my exams (C1 blank.doc) and then also what I have so far (DePiper, C1 ideas 10.18.09.doc). Essentially, this 'exam' is part of a dissertation proposal, and what I have is a proposal for this exam (maybe it could be called a proposal for my proposal?). I inserted some comments, highlighting the points that I would like your help with. That is, the entire piece does not need to be fleshed out for this part (it should only be a few pages total), but I feel that I should more clearly address these points. If I have more time before Wednesday, I will post another draft, but I wanted to get this out there as soon as possible.

If you feel that maybe we should read something on design-based research (DBR), here is a short piece that was in ER that could be of interest because of its information about DBR: “Design experiments are conducted to develop theories, not merely to empirically tune what works” (Cobb et al, 2003, p. 9)
.

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.

---

September 30, 2009:

I had great experience at conference last week. I presented some work on teacher identity (building from my 792 work, but with some different conclusions and implications), and discussing it with others was a great way to think more about it. I also had some fruitful conversations about post-structuralism within mathematics education and research, and now I have a very full reading list. I'll be sharing some of this at some point.

Reading the Freese piece for next week is fine, Leslie. I read it already, and I'll be interested in your thoughts. I have a meeting with my advisor this Friday, and I will reflect on that and have something to you on what my next steps are. I'll post something later this week.

---

September 13, 2009:
I found a great book written within the context of research and how to conduct it is mathematics education.On Wednesday, I’d like to share ideas from one chapter, where Ernest (2008) first discusses the role of the mathematics text and then Davis (2008) responds by stressing the importance of both “Aha!” moments and “Huh?!” moments in both teaching and learning. I like Davis’ idea about highlighting the moments of incoherence as well as the moments of clarity. I feel like in talking about both student learning and identity in particular, these are interesting moments to notice or reflect on because they may show active negotiation, change, reflection or conflict.

Davis, B. (2008). Huh?! A response to Paul Ernest. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into
Mathematics Education (pp. 81-85). New York, NY: Springer.

Ernest, P. (2008). Opening the mathematics text: What does it say? In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 65-73). New York, NY: Springer.

---

September 9, 2009

Attached is an AERA proposal that I sent in this summer. It outlines some of my thinking about teacher identity and the research that I am interested in engaging in.